| dc.contributor.author | Yang, Xiaogang | |
| dc.date.accessioned | 2018-07-09T07:38:22Z | |
| dc.date.available | 2018-07-09T07:38:22Z | |
| dc.date.issued | 2016-10 | |
| dc.identifier.citation | Theoretical Economics Letters, 2016, 6, 1180-1185 | en_US |
| dc.identifier.issn | 2162-2086 | |
| dc.identifier.uri | http://dx.doi.org/10.4236/tel.2016.65111 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/1733 | |
| dc.description.abstract | “Education marketing” is a new concept used in high frequency interiorly in recent
years, but it has significantly different interpretations in the educational circles and
business circles, extremely easy to cause the misuse and mix, which is not conducive
to the development and application of this new subject of marketing. The analysis of
this paper shows that: there are four essential differences in the understanding of
“educational marketing” in the education and business circles and two suggestions
are put forward to solve the problem. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Scientific Research | en_US |
| dc.subject | Education Marketing | en_US |
| dc.subject | Educational Organization Marketing | en_US |
| dc.subject | Consumer Education | en_US |
| dc.subject | Educational Marketing | en_US |
| dc.title | Education Marketing Research | en_US |
| dc.type | Article | en_US |
